Positions Available as of 4/18/24
Academic Positions
#029 –Math valid Connecticut Certification required. Candidates who qualify for a Durational Shortage Area Permit (DSAP) may apply.
General description of the position:
A CTECS Math instructor is responsible for educating students with teaching practices that reflect high expectations and current pedagogy of teaching and learning methods, strategies, and technologies in Mathematics e.g., student-centered, gradual release of responsibility, differentiation, student discourse, and blended-learning; communicate with parents; create a classroom environment that is conducive to learning; participate in professional learning.
Qualifications required, (e.g., education, degrees, certification, licensing, skills, knowledge, abilities, specialized training):
- Active State of Connecticut teaching certificate (#029 Mathematics 7-12) or Eligible for a State of Connecticut teaching certificate in subject area (includes ARC candidates)
- Minimum of a Bachelor’s degree from an accredited four-year university or college.
- Well versed in all high school math curricula.
- Professional experiences related to the field of teaching Mathematics.
- 21st century standards-based lesson planning aligned to the CT Core Standards in Mathematics.
- Experience with varied assessments to inform instruction and promote learning.
- Ability to foster and facilitate learning and classroom management.
- Ability to communicate ideas and directives clearly and effectively, both orally and in writing.
- Effective, active listening skills.
- Ability to work effectively and collaboratively with others.
- Organizational and problem solving skills.
- Excellent public relations skills.
- Entry-level computer skills including Microsoft Office and Google Products.
- Preferred candidates will be able to demonstrate varied methods of lesson delivery, assessing student knowledge, and the use of educational technology. This may include involvement in student/community activities.
Supervisor: School Principal and Assistant Principal
Hours/Time Requirements: 188 days per school year, 7 hours daily. Review SVFT bargaining unit contract for more information.
Working Conditions:
- Interaction among adolescents and colleagues
- Repetitive hand motion, e.g., computer keyboard, typing, calculator, writing
- Regular requirement to sit, stand, walk, read, hear, see, speak, reach, stretch with hands and arms, crouch, kneel, climb, and stoop
- Frequent interruption of duties by staff, students, visitors and/or telephone
- Occasional requirement to lift, carry, push and/or pull various supplies and/or equipment up to a maximum of 20 pounds
Essential duties and responsibilities. Functions that the employee must be able to perform. Mental and/or physical requirements should be described and where applicable, quantified:
Responsibility Area #1: Planning and Preparation
- Engage in intentional planning to prepare lesson plans that achieve clear objectives, use appropriate techniques, and serve the needs of all learners in the classroom through differentiation
- Knowledge of Math content and pedagogy of high school Mathematics curricula
- Understand the varied needs of each student
- Work collaboratively with guidance personnel and other support service educators to assist students with special programming; ensure IEP and 504 accommodations/modifications are implemented
- Set instructional goals and outcomes
- Knowledge and use of varied instructional practices and resources
- Effectively design instructional learning opportunities
- Effectively design assessments
Responsibility Area #2: Classroom Environment
- Develop mutual respect and rapport with students
- Establish a culture for learning
- Manage classroom procedures
- Positively manage student behavior
- Organize physical space to maximize learning opportunities
Responsibility Area #3: Instruction
- Effectively communicate with students
- Effectively use questioning and discussion techniques
- Keep students intellectually engaged
- Follow the scope and sequence of the approved CTECS instructional program and curriculum
- Design instruction to meet the needs of all students through both individual and small group settings as needed
- Utilize assessments on an on-going basis to design clear and specific learning tasks
- Demonstrate flexibility and responsiveness
Responsibility Area #4: Professional Responsibilities
- Reflect on teaching practices
- Maintain accurate records
- Maintain effective and on-going communication with students and their families
- Participate in building and district level professional development and collaboration. This will include working with various committees and departments to facilitate educating students
- Participate in professional communities
- Demonstrate growth in professional craft
- Demonstrate professionalism; adhere to the Connecticut Code of Professional Responsibility
- Implement the CTECS Board of Education and administrative policies, rules, regulations, and directives
- Maintain a positive school community image that encourages ethical student behavior
- Maintain confidentiality concerning personnel, student, and operational concerns of the district
- Report all cases of suspected child abuse to appropriate school personnel and authorities
Closing date is April 22, 2024, at 11:59 p.m.
Applications will be accepted via E-Mail or Fax only.
E-Mail address: HR.applications@cttech.org Faxes may be sent to-CTECS Recruitment 860-706-5756.
Active State of Connecticut Special Education certification (#065, #165 or #265) or qualify for a Durational Shortage Area Permit (DSAP).
A CTECS Special Education Instructor is responsible for educating students with teaching practices that reflect high expectations and current pedagogy of teaching and learning methods, strategies, and technologies in all discipline areas e.g., student-centered, gradual release of responsibility, differentiation, student discourse, and blended-learning; communicate with parents; create a classroom environment that is conducive to learning; participate in professional learning.
Qualifications required, (e.g., education, degrees, certification, licensing, skills, knowledge, abilities, specialized training):
- Active State of Connecticut teaching certificate (#065, #165 or #265 ) or Eligible for a State of Connecticut teaching certificate in subject area (includes ARC candidates)
- Minimum of a Bachelor’s degree from an accredited four-year university or college.
- Professional experiences related to the field of special education.
- 21st century standards-based lesson planning aligned to the CT Core Standards.
- Experience with varied assessments to inform instruction and promote learning.
- Ability to foster and facilitate learning and classroom management.
- Ability to communicate ideas and directives clearly and effectively, both orally and in writing.
- Effective, active listening skills.
- Ability to work effectively and collaboratively with others.
- Organizational and problem solving
- Excellent public relations skills.
- Entry-level computer skills including Microsoft Office and Google Products.
- Preferred candidates will have experience in teaching or substitute teaching and be able to demonstrate methods of delivering lessons, assessing student knowledge and the use of educational technology. This may include involvement in student/community activities.
Supervisor: School Principal and Assistant Principal
Hours / Time Requirements: 188 days per school year, 7 hours daily. Review SVFT bargaining unit contract for more information.
Working Conditions:
- Interaction among adolescents
- Repetitive hand motion, e.g., computer keyboard, typing, calculator, writing
- Regular requirement to sit, stand, walk, read, hear, see, speak, reach, stretch with hands and arms, crouch, kneel, climb, and stoop
- Frequent interruption of duties by staff, students, visitors and/or telephone
- Occasional requirement to lift, carry, push and/or pull various supplies and/or equipment up to a maximum of 20 pounds
Essential duties and responsibilities. Functions that the employee must be able to perform. Mental and/or physical requirements should be described and where applicable, quantified:
Responsibility Area #1: Planning, Preparation & Case Management
- Demonstrate facility in the skills of the reading, writing, and mathematics
- Demonstrate knowledge of human growth and development as it relates to the teaching-learning process
- Engage in intentional co-planning with academic instructors to prepare lesson plans that achieve clear objectives, use appropriate techniques, and serve the needs of all learners in the classroom through differentiation
- Plan instruction to achieve students’ IEP goals and objectives
- Effectively organize time, space, materials, and equipment for instruction
- Maintain accurate and complete special education records as required
- Assess student learning on a continual basis to maintain pertinent data and analyze it to demonstrate student progress on goals and objectives
- Plan, schedule, and lead PPT meetings to meet all federal and state timeline requirements
- Encourage and maintain the cooperative involvement and support of parents and the community
Responsibility Area #2: Classroom Environment
- Manage the classroom and individual student behavior to maintain an advantageous and positive learning environment
- Maintain a positive school community image that encourages ethical student behavior
- Help students develop positive self-concepts
Responsibility Area #3: Instruction
- Effectively implement instructional plans and use appropriate instructional techniques
- Effectively communicate with students
- Effectively assess student needs and progress
- Effectively meet the needs of exceptional students
- Facilitate the independence of the student as a learner
Responsibility Area #4: Professional Responsibilities
- Reflect on teaching practices
- Maintain accurate records
- Maintain effective and on-going communication with students and their families
- Participate in building and district level professional development and collaboration. This will include working with various committees and departments to facilitate educating students
- Participate in professional communities
- Demonstrate growth in professional craft
- Demonstrate professionalism; adhere to the Connecticut Code of Professional Responsibility
- Implement the CTECS Board of Education and administrative policies, rules, regulations, and directives
- Maintain a positive school community image that encourages ethical student behavior
- Maintain confidentiality concerning personnel, student, and operational concerns of the district
- Report all cases of suspected child abuse to appropriate school personnel and authorities
Closing date is April 22, 2024, at 11:59 p.m.
Applications will be accepted via E-Mail or Fax only.
E-Mail address: HR.applications@cttech.org or Faxes may be sent to – CTECS Recruitment 860-706-5756.
Trade Positions
#090 Automotive Technology valid Connecticut Certification.
A CTECS Automotive Technology instructor is responsible for planning, conducting and assessing instructional activities on maintenance, repair and parts installation– to include safety, proper use of tools, ensure regulations of FURPA, and monitor group instructional activities. In addition, the instructor must maintain educational records; inventory and tool control logs; track achievement of desired program outcomes by coordinating and administering tests in accordance with accepted reporting procedures; developing alternative instruction for individualized and independent study. Automotive Technology instructors shall educate students on theoretical and performance-based topics related to all aspects of the Automotive repair and related fields. Those skills deemed essential to this course form a cluster of usable skills and technical knowledge much needed in today’s Automotive Repair field.
Qualifications required, (e.g., education, degrees, certification, licensing, skills, knowledge, abilities, specialized training)
- Occupational Subject Endorsement #090 in Automotive Technology is required.
- Eight years of relevant hands-on experience
- Must hold ASE Certification A4, A5, A6, A8 and obtain A1, A2, A3, A7, and G1 in the first year of employment.
- Basic computer skills, Microsoft Office, Word, and Excel
Supervision Received: Works under the supervision of a School Principal, and Assistant Principal.
Supervision Exercised: Supervises students in classrooms, laboratories, and CTECS shops as well as on off-campus production sites
Hours / Time Requirements: 188 days per school year, 7 hours daily. Review your bargaining unit contract for more information .
General Statement of Duties
CTECS Automotive Technology Instructors teach courses in the discipline of Automotive technologies. They will be required to develop and design lesson and/or unit plans to foster student learning, stimulate class discussions utilizing a variety of pedagogical methods, including but not limited to differentiated instruction, fostering building of relationships, etc. Instructors will provide social emotional support in the learning process and ensure student engagement. Plumbing and Heating instructors provide tutoring and academic counseling to students, maintain classroom records and assess student coursework. Automotive Technology instructors also collaborate and support colleagues regarding research interests and co-curricular activities. Automotive Technology Instructors are required to attend periodic building-level and districtwide meetings and professional development.
Automotive instructors are required to meet with business and industry partners in an effort to maintain being current in the trade and to keep apprised to the newest technology, as well as providing feedback to district curriculum teams on modern industry practices to adjust curricula when needed. These relationships also connect the program and students to employment and work-based learning opportunities. For more information regarding this, please review your bargaining unit contract for more information (see link above).
Working Conditions:
- Instructors in this technology will be required to model and demonstrate safe work practices prior to facilitation of learning. Instructors may need to stand for long periods of time, lift, climb, bend, twist and repeat the same movements as dictated by the trade and projects being taught.
- Incumbents in this class may be required to lift light to medium weights and be exposed to some risk of injury from typical Automotive repair site environments.
Closing date is May 1, 2024, at 11:59 p.m.
Applications will be accepted via E-Mail or Fax only.
E-Mail address: HR.applications@cttech.org or Faxes may be sent to – CTECS Recruitment 860-706-5756.
General description of the position:
A CTECS Robotics and Automation instructor is responsible for educating students on theoretical and performance-based topics related to electronic and robotic principles, electronics schematics, resistors, actuators, mathematical calculations related to voltage, current, resistance and power systems, ohm’s law and its application to series, elements of circuit design as related to robotic sensors, transducers, interfacing techniques and control systems, as well as PLC’s. It is important that the candidate show experience in robotic automation, both analog and digital electronics circuitry related to diode, transistor, and FET component circuits as well as design using integrated circuitry for both advanced electronics/robot automation.
Qualifications required, (e.g., education, degrees, certification, licensing, skills, knowledge, abilities, specialized training):
- Minimum of eight (8) years of relevant, varied, hands-on experience in the Robotics and Automation or related
- Experience must encompass all areas specified in the program description in order to effectively teach the approved Robotics and Automation For a detailed explanation, please reference the Robotics and Automation program description.
- Formal training (college or technical institutes) can count up to five (5) years. Formal training credit should be applied for coursework directly associated with robotics and Automation. Transcript review should determine the percentage of study time devoted to trade and be applied proportionately.
- Combined experience cannot be counted to obtain multiple endorsements. Requirement is eight (8) years for each subject area.
- Connecticut Teacher Certification Occupational Subject Endorsement #090 in Electronics/Mechatronics/Robotics and Automation is required. Assistance is provided to the selected candidate in navigating and attaining certification. Required courses include tuition reimbursement.
- Current OSHA 10- General Industry Certification.
- Intermediate-level computer skills including Microsoft Office and Google Products.
- Preferred candidates will have completed VTE 113, VTE 116, and a Special Education course.
- Preferred candidates will have experience in teaching or substitute teaching and be able to demonstrate methods of delivering lessons, assessing student knowledge, and the use of educational technology. This may include involvement in student/community activities.
Supervisor: School Principal and Assistant Principal
Hours/Time Requirements: 188 days per school year, 7 hours daily. Review your bargaining unit contract for more information.
Working Conditions:
Instructors are required to teach students in a variety of settings; theory and hands-on. In the theoretical education setting, instructors will be required to plan and deliver Robotic and Automation related lessons in the laboratory/classroom. Hands-on education will be delivered in the laboratory/classroom also. Instructors will be required to plan and deliver lessons that include utilizing a variety of measurement, soldering and testing equipment including, but not limited to, Fluke meters, Digital Trainers, breadboards, robots, pneumatic arms, as well as robot structures, chassis, manipulators/grippers, and fabrication techniques. Instructors are also required to attend periodic building level meetings and professional development. Review your bargaining unit contract for more information.
Essential duties and responsibilities. Functions that the employee must be able to perform. Mental and/or physical requirements should be described and where applicable, quantified:
- Robotic and Automation instructors are expected to be capable of teaching all aspects of the curriculum. The Robotic and Automation program is a mixture of theoretical and hands-on training. The theoretical training will require instructors to plan and deliver information, and then assess the student’s competency. This will be done in a variety of methods, some will include the use of educational technology. Instructors need the basic computer skills to access online curriculum/resources and present lessons to students.
- The hands-on portion of the Robotics and Automation curriculum will require instructors to possess the technical skill to complete various circuit and robotic design and creation tasks. Digital trainers are standard equipment in the trade and the many and varied meters, soldering systems and robotics kits need to be moved/set up for student use. Along with standing and moving, many tasks will require the ability to bend at the waist, squat, and kneel, as well as work with and manipulate items above the head. Lifting and transporting heavier items can also be expected.
- While working in the laboratory environment, the Robotics and Automation instructor will be required to use a variety of hand and power tools. This will require the fine and gross motor skills to appropriately manipulate work pieces and tools. The shop projects and operations include, but are not limited to, using basic hand tools and using portable power tools e.g., corded/cordless drills, etc..
- Participating in building and district level professional development and collaboration. This will include working with various committees and departments to facilitate student learning.
Closing date is April 19, 2024, at 11:59 p.m.
Applications will be accepted via E-Mail or Fax only.
E-Mail address: HR.applications@cttech.org or Faxes may be sent to – CTECS Recruitment 860-706-5756.
Student Support Services
Position is for the 24/25 school year, start date of August 26, 2024.
General description of the position:
A CTECS School counselor is responsible for implementing a developmentally appropriate, comprehensive, preventative, school counseling program that covers the academic, career, and social emotional domains and is aligned with the CT Comprehensive School Counseling Framework and ASCA professional school counselor standards, ethical standards, and Mindsets & Behaviors. School counselors work to maximize and support student success, while promoting access and equity to education for all students. As vital members of the school leadership team, school counselors contribute to a school culture of success for all.
Qualifications required, (e.g., education, degrees, certification, licensing, skills, knowledge, abilities, specialized training):
- Active State of Connecticut teaching certificate (#068 School Counselor) or qualify for a Durational Shortage Area Permit (DSAP).
- Master’s degree in school counseling from an accredited university or college.
- Demonstrate knowledge and expertise with the CT Comprehensive School Counseling Framework (CCSCF) and the American School Counselor Association (ASCA) National Model.
- Demonstrate knowledge of best practices and methodologies in school counseling, aligned with current state and national standards
- Training and/or experience with career & college counseling
- Ability to communicate ideas and directives clearly and effectively, both orally and in writing.
- Ability to work effectively and collaboratively with school leadership, staff, families and the community
- Ability to utilize technology and data to address student and departmental needs
- Strong public relations, organizational and problem solving skills.
- High standards of ethics, honesty and integrity.
Supervisor: School Principal and/or Assistant Principal
Hours/Time Requirements: 188 days per school year, 7 hours daily. Review SVFT bargaining unit contract for more information.
Working Conditions:
- Interaction among adolescents and colleagues
- Repetitive hand motion, e.g., computer keyboard, typing, calculator, writing
- Regular requirement to sit, stand, walk, read, hear, see, speak, reach, stretch with hands and arms, crouch, kneel, climb, and stoop
- Frequent interruption of duties by staff, students, visitors and/or telephone
Essential duties and responsibilities. Functions that the employee must be able to perform. Mental and/or physical requirements should be described and where applicable, quantified:
Responsibility Area #1: Instruction
- Use school counseling student standards and competencies to inform the implementation of a comprehensive school counseling framework
- Provide appraisal and advisement to all students through large group, classroom, small group, and individual settings
- Provide school based small group and individual counseling
- Guide students starting in 9th grade to help them develop their post-secondary educational/career plans, coordinate career assessments and help students interpret results to help them in their planning using district provided career management tool to keep record of their plans.
- Provide individual assistance to students regarding their academic, career and social-emotional needs
- Implement and deliver a developmentally appropriate school counseling curriculum that is sequential and uses diverse strategies, for all students.
- Review credits, grades, and transcripts with students, guiding them to meet graduation requirements and develop academic plans for success and future career planning.
- Provide trade/career/college counseling to all students. Assist students in preparing for and navigating through the college admissions process, and other specific processes by trade.
- Assist in the transition from middle school to high school and from high school to postsecondary.
Responsibility Area #2: Collaboration
- Collaborate with teachers, families, and other staff on early identification and intervention of children’s academic & social emotional needs.
- Consult with families, teachers, administrators, and support agencies in regards to the students’ academic & social emotional needs.
- Consult and be a resource for teachers in helping students to be successful.
- Work collaboratively with school psychologists, school social workers, school nurses and other outside mental health providers to provide multi-tiered systems of support to students and families.
- Make referrals to appropriate school and community resources.
- Participate in parent/teacher/student meetings, student assistance team meetings, 504 & PPT meetings as appropriate and in the role of student advocate.
- Include families as partners in the academic, post-secondary and social emotional processes as it relates to their child.
- Provide family education materials and programming with school related problems/issues as appropriate (e.g. post-secondary nights, financial aid nights, career fairs).
- Assist families in addressing school related problems and issues. Refer students and their parents, as needed, to appropriate specialists, programs and/or outside agencies.
- Include families in student planning activities; working with translators and other services as needed.
Responsibility Area #3: Data and Advocacy
- Use data to document the results of strategies and interventions that are used to improve student outcomes.
- Collect and analyze data to identify gaps in achievement, opportunity and attainment.
- Interpret student data and assessment results to be used in the counseling environment.
- Report results of the program evaluation and data collection that demonstrates student outcomes and achievement.
- Articulate and promote the school counseling program to students, parents, staff, community and other stakeholders
- Advocate for the fair, just and compassionate treatment of all students.
- Advocate for equitable access to programs and services for all students.
- Participate in school-wide decision making that contributes to the overall effective operation of the school.
- Promote and coordinate school activities and resources between and among home, school, community agencies and business and industry.
Responsibility Area #4: Professional Responsibilities
- Review the comprehensive school counseling framework annually, revising it as needed and planning year/monthly calendars of counseling program activities.
- Conduct annual needs assessments with students and other stakeholders as appropriate.
- Develop and maintain skills needed to utilize technology systems and participate in professional development activities.
- Adhere to the ethical standards of the state and national associations for school counseling.
- Adhere to professional practices and standards set forth by the state and national associations for school counseling.
- Demonstrate knowledge of state and federal laws as they pertain to school counseling.
Closing date is May 2, 2024, at 11:59 p.m.
Applications will be accepted via E-Mail or Fax only.
E-Mail address: HR.applications@cttech.org or Faxes may be sent to – CTECS Recruitment 860-706-5756.
The Connecticut Technical Education and Career System is an affirmative action/equal opportunity employer.
The CTECS is committed to a policy of equal opportunity/affirmative action for all qualified persons and equal access to Boy Scouts of America and other designated youth groups. The CTECS does not discriminate in any employment practice, education program, or educational activity on the basis of age ancestry, color, criminal record (in state employment or licensing)gender identity or expression, genetic information, intellectual disability, marital status, mental disability (past or present) national origin, physical disability (including blindness), race religious creed, retaliation for previously opposed discrimination or coercion, sex (pregnancy or sexual harassment)sexual orientation, veteran status or workplace hazards to reproductive systems, unless there is a bona fide occupational qualifications excluding persons in any of the aforementioned protected classes.
Inquiries regarding the Connecticut Technical Education and Career System’s non discrimination policies and practices should be directed to:
Levy Gillespie
Equal Employment Opportunity Director/American with Disabilities Act Coordinator (ADA)
State of Connecticut Department of Education
450 Columbus Blvd, Suite 607
Hartford, CT 06103
Levy.Gillespie@ct.gov
(860)-807-2071
(Coordinator for matters related to Affirmative Action/Equal Opportunity Employment and nondiscrimination policies and practices)
Linda Leyhow
Climate, Equity and Title IX Supervisor
Connecticut Technical Education and Career System
39 Woodland St
Hartford, CT 06105
Linda.Leyhow@cttech.org
(860)-807-2106
(Coordinator for matters related to Title IX of the Education Amendments of 1972 and Section 504 of the Rehabilitation Act of 1973)
U.S. Department of Education
Office for Civil Rights
5 Post Office Square, Suite 900
Boston, Massachusetts 02109-3921
(617) 289-0111
Fax number (617) 289-0150
TTY/TDD (877) 521-2172
(Matters related to race, color, national origin, age, sex and/or disability)
